Dept. of Psychological Sciences, University of Connecticut, Storrs, CT, USA; Haskins Laboratories, New Haven, CT, USA; Dept. of Radiology, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada.
Dept. of Psychological Sciences, University of Connecticut, Storrs, CT, USA; Haskins Laboratories, New Haven, CT, USA.
Neurosci Biobehav Rev. 2022 Jan;132:465-494. doi: 10.1016/j.neubiorev.2021.11.011. Epub 2021 Nov 29.
Behavioral research supports the efficacy of intervention for reading disability, but the brain mechanisms underlying improvement in reading are not well understood. Here, we review 39 neuroimaging studies of reading intervention to characterize links between reading improvement and changes in the brain. We report evidence of changes in activation, connectivity, and structure within the reading network, and right hemisphere, frontal and sub-cortical regions. Our meta-analysis of changes in brain activation from pre- to post- reading intervention in eight studies did not yield any significant effects. Methodological heterogeneity among studies may contribute to the lack of significant meta-analytic findings. Based on our qualitative synthesis, we propose that brain changes in response to intervention should be considered in terms of interactions among distributed cognitive, linguistic and sensory systems, rather than via a "normalized" vs. "compensatory" dichotomy. Further empirical research is needed to identify effects of moderating factors such as features of intervention programs, neuroimaging tasks, and individual differences among participants.
行为研究支持阅读障碍干预的有效性，但阅读能力提高的大脑机制尚不清楚。在这里，我们回顾了 39 项阅读干预的神经影像学研究，以描述阅读能力提高与大脑变化之间的联系。我们报告了阅读网络内以及右侧大脑、额叶和皮质下区域的激活、连通性和结构变化的证据。我们对 8 项研究中阅读干预前后大脑激活变化的元分析没有发现任何显著影响。研究之间的方法学异质性可能导致缺乏显著的荟萃分析结果。基于我们的定性综合，我们提出，应该根据分布式认知、语言和感觉系统之间的相互作用来考虑干预反应的大脑变化，而不是通过“正常化”与“补偿”的二分法。需要进一步的实证研究来确定干预计划的特征、神经影像学任务以及参与者个体差异等调节因素的影响。
